Content Area Instruction
Each phase of a lesson, from planning through evaluation, can include some special modification for language minority students.
Language and content teachers need to work together to
identify and plan for the language and content needs. Language teachers can
assist content teachers b suggesting modified ESL techniques such as TPR to
demonstrate vocabulary, incorporating music and chants on subject area topics,
and implementing sustained silent reading sessions with content area materials.
The
plans may include objectives in more than one content area. By keeping in mind
the language needs of the students and the curriculum program for the subject,
the teacher may plan themes that build on each other. In this way, students are
able to take advantage of previously learned concepts and language as they
continue though the year. Topic related vocabulary and concepts are repeated
throughout the various thematic materials allowing students to become increasingly
able to communicate their ideas on these topics.
Objectives
are necessary to guide teaching. A lesson with a clear objective focuses the
instruction by concentrating on a particular goal and guides the teacher to
select those learning activities that accomplish the goal. Skillful teachers
incorporate students’ interest and knowledge into the objectives so
students can participate effectively.
Effective
SDAIE lesson plans not only accomplish content objectives but also increase
language skills. Language objectives are included and coordinated with the
content objectives.
Specially Designed Academic Instruction in English
S. D. A. I. E.
SDAIE refers to an eclectic approach to instruction in content areas of the curriculum, such as science and math. Sheltered instruction is sometimes incorrectly used as the label for a high level of ELD class. A student in a sheltered American Literature class, for example, would be a student who is reading the same core literature as the other students at his grade level and who is receiving the same rigorous instruction as other students at his grade level. The instructor uses sheltered strategies to impart the key concepts to the students. The sheltered class is tied to the curriculum framework. An EL may be placed in some SDAIE classes depending upon assessment results.
Content-based
ELD is for English learners who are not yet at the intermediate fluency stage
of language acquisition. The content of their core classes is not necessarily
tied to the curriculum framework and is usually the content that is taught at
lower grade levels.
SDAIE
is designed for students at the intermediate fluency level of language
acquisition who have literacy in some language.
SDAIE
is the bridge between primary language instruction and mainstream instruction
for students at the intermediate fluency stage. It provides access to the core
curriculum for students with literacy in a language and who are in grades 4-12.
All
students are required to have access to the core curriculum. Students who are
at the beginning level stages of language acquisition require instruction in
their primary language in order to keep up in their content skills while they
are acquiring English if their teachers are trained in sheltered strategies.
1. Tap Prior Knowledge.
It is important for teachers to have a clear understanding of the concepts their students already possess that are related to the topic of study. Teachers can make certain assumptions about information that students have consistently been in schools in this country since kindergarten. Those same assumptions can not be made about students who have not been schooled in this country.
A variety of strategies can be incorporated to determine prior knowledge of students. Inquiry charts, such as K-W-L charts, direct questioning, pictorial representations, and small group discussions give insights into the students’ knowledge base.
Supply needed background
information.
Research
shows that the more students know about a subject, the easier it is for them to
learn new information related to the subject. In order to enrich background
information, monolingual teachers can train bilingual students, parents, and
community members to assist other students. Texts in a variety of languages
should be kept in the classroom. Preview-Review will help students comprehend
the delivery of the lesson. Pre-teaching a few related key words develops both
vocabulary and background knowledge.
Personalize the lesson.
Personalizing
the lesson helps students make connections between the old information and the
new information. Use students’ names, familiar characters and places, and
analogies to help students connect with the lesson. Infuse the lesson with
multiculturalism whenever possible. This will enable students see the value of
their own culture as well as the value of other cultures.
2. Contextualize the lesson.
Students are most likely to comprehend new concepts if the teacher presents the lesson in concrete, visual ways. Student retention of the material is enhanced when given the opportunity to manipulate the new information through role-play, discussions with classmates, experiments, graphic organizers, or other concrete, hands on activities.
Teachers
make lessons more comprehensible by using visuals and clearly enunciating. It
is important to be sensitive to grammar structures, vocabulary, or idiomatic
expressions that maybe confusing. If you know the native language of the
students, use cognates when
possible.
A
critical need of the EL is vocabulary development but vocabulary words are
quickly forgotten when taught out of context. Language is acquired in global
chunks. Words that are used in context, with descriptions that are not supported
by visuals, are understood and retained. Students will not succeed in the
mainstream classroom if they lack content specific vocabulary that their native
English speaking counterparts have developed over the years. The teacher needs
to be aware of the subject matter vocabulary that students are expected to use
in order for students to achieve their full academic potential.
Neither
the content or content words
should be simplified. After a lesson has been taught, students can make a list
of their new vocabulary words. If students have had plenty of opportunities to
use and hear the words in context, it is likely that they will not need to use
their dictionaries. Students may want to draw pictures of their vocabulary
words to help them remember what the words mean. Some students will want to
write the meanings in their native language. Other students will not know what
the word mean their native language because the concepts may be new. Let
students do whatever they need to do to succeed. SDAIE provides a vehicle for
conceptual development. When children attain more concepts, their vocabulary
expands.
3. Modify the use of the
textbook (less is more.)
ELs
do not have the literacy skills that their fluent English proficient
counterparts possess. It is unrealistic to expect teachers to cover as much
material with EL as with fluent English speakers. It is also unrealistic to
expect to cover material in the same time frame. In the SDAIE classroom, the
key concepts students need to learn are carefully selected and become the focus
of all activities and discussions.
Students
will learn most of the information from the teacher’s oral delivery.
Before the students read form the textbook, the teachers should:
a) determine the background knowledge that the students
possess;
b) supply any missing experiences or information which
students will need to comprehend the lesson;
c) teach the main concepts using visuals, manipulatives,
realia, etc.;
d) provide opportunities for students to interact with
the concepts;
e) use visuals in the book to explain the lesson;
f) use outside sources as needed.
By the time the students are ready to read from the book, the key vocabulary and concepts will be familiar. Teachers should analyze the text to determine which portions should be discussed and / or read. Reading activities include the teacher reading aloud critical excerpts from the text, rephrasing and paraphrasing along the way. Students can read in pairs, groups, in response to the teacher, or along with the teacher. Student success during independent reading is dependent upon the quality of the teacher directed pre-reading activities. Remember that the more students understand before they read from the book, the better they will understand the text.
3. Provide a positive affective domain
Krashen
points out that students are best able to acquire English language skills when
there is a low affective filter in the classroom, in an environment that is
accepting and encouraging rather than critical, a student will be best able to
understand the comprehensible input of the teacher.
A low anxiety environment is equally important in the content are classroom. Teachers can provide a positive feedback domain by focusing on the content of the student’s message rather than on the form. Teachers who overtly correct students’ grammar or pronunciation discourage students from active participation in the class. Teachers need to walk that fine line between giving students time to find the word and being supportive by supplying the needed vocabulary. Teachers can create an environment that provides the wait time that students need by asking students to discuss a topic with their partner or in groups before directly asking the student a question
Student-student
interaction is important in
developing a supportive classroom environment. Students are able to translate
for one another and teach one another in ways teachers can not. Students have
better retention of the material when they teach their peers and they feel
empowered as successful learners when they help their classmates.
Classroom
bookshelves should be filled with books, videos, and tapes in the languages
spoken by the student. These primary language materials will help students access the information, convey to
students that their bilingual skills are valuable, and permit parents to
participate in their students’ education.
Older
students who are proficient in two languages can serve as teachers aides,
especially at the middle and high school levels. These cross-age tutors can
learn preview-review techniques and provide language support.
Teachers
who provide frequent student-student interactions can structure time for
interactions with small groups of students or individual students. These
frequent teacher-student interactions enable teachers to assess the concept attainment of students in
informal settings and permit students to develop a comfort level with both the
teacher and the concepts that might be difficult to achieve in a whole class
setting.
4. Teach study skills
Many El students immigrate from countries where the academic program is very different from the one they encounter in the USA. Others enter school with interrupted or limited schooling. All students need to learn study skills that will enable them to succeed in all curricular areas. Late arrivals often need assistance in developing study skills that native English speaking student learned in previous grades. Examples of these study skills include the ability to take notes and organize thoughts, the ability to differentiate between main ideas and supporting details, and the ability to identify cause and effect.
In CALLA (Cognitive Academic Language Learning Approach) teachers encourage to consciously focus on how they learn and on which learning skills they were able to use to best learn the information. Students use this awareness of their learning skills as a vehicle for continual and future academic success.
Students who come from cultures that use a circular discourse style will not quickly adapt to the linear discourse style used in schools. Teachers can use graphic organizers to help students develop an ability to use linear rhetorical styles. Students who are bilingual and bicultural will develop the ability to use both discourse styles in appropriate styles in appropriate settings.
Use the technique of scaffolding to assure success in risk taking. Scaffolding enables students to perform at higher levels than would be possible without the support. Support is gradually withdrawn as students’ linguistically ability expands.
Students need to understand how to approach a textbook. Titles chapter headings, topic sentences, and skimming for meaning need to be explained. Students need to learn the purpose of the table of contents, the glossary, etc. so they can quickly access the information in books.
Students armed with a variety of study skills are more successful in their academic careers. Once students learn how they best study and learn new information, they will be able to successfully apply these strategies to their mainstream classes.
5. Provide alternative forms of assessment
Many of the traditional tests we give students require good literacy skills on the part of the students. Since we know that EL’s do not possess the same literacy skills as their native English-speaking peers, we can assume that tests require students to do significant amounts of reading and / or writing will be both physically fatiguing and frustrating.
Most of the time, s teacher knows that the student has learned information but the teacher fails to value the way in which the student’s concept attainment was discovered. We, as teachers, have to rethink the importance of performance based assessments. Authentic assessments are as valid as the traditional paper and pencil exams. Teachers can interview a student to find out what the student learned, what the student feels he still does not know well and what the student learned what he believes will be significant for his future. Portfolios are one way teachers and students can see academic growth. Students show concept attainment by creating videotapes and audiotapes, group or individual projects, and experiments. Teachers can ask students to write exams questions that the students feel they can answer well.
The purpose of SDAIE is to provide access to the core curriculum for EL’s. The only way teachers know they have successfully delivered the content is when students show gains in their academic development. It is for this reason that performance based assessment is a critical component in the educational program of EL’s.
Plan-Show-Tell-Interact-Practice
1. Identify the crucial concepts / key vocabulary to be taught.
2. Be sure you plan listening and speaking activities prior to reading and writing activities.
3. Plan to make presentation in several styles. Locate needed realia, and visuals, manipulatives and / or media to assist you in providing students with comprehensible input. Identify key vocabulary words and print vocabulary word cards / bank. Preview other linguistic information to be sure your comprehensible input is simplified and / or modified.
4. Design appropriate “advance organizers.” Activity to pre-teach vocabulary. Activity to draw students’ prior knowledge; make reference to previously learned material. Break material into meaningful chunks.
5. Build in “Checking for Understanding.”
6. Plan a cooperative learning activity as a follow-up.
• Content provides context for learning and applying learning strategies.
How to Select Content?
•
Ask content teachers to
help select high priority topics and skills for the grade level.
•
Study curriculum
frameworks to see how topics selected are sequenced and reentered over several
grades.
•
Read school adopted
textbooks for different subjects, for the grade level plus lower and higher
grades.
•
Identify major
components for each content topics.
•
Allow students to select
some content topics for in depth study.
Guidelines for Teaching Content
•
Provide hands-on and cooperative
experiences.
•
Start by linking the
lesson topic to students’ prior knowledge.
•
Teach and have students
use technical vocabulary appropriate to the content subject.
•
Address different
learning styles: use visual, auditory, and kinesthetic means.
•
Follow general overview
of the lesson or unit with new information in chunks; include active practice.
•
Show students how to ask
and answer higher-level questions about content.
•
Monitor students’
comprehension on an on-going basis.
•
Teach students’
how to know when they do not know and what action to take.
•
Show students how to use
graphic organizers to identify prior knowledge, prepare study guides and
restructure prior knowledge.
•
Provide books, articles,
and other resources on content topics; teach students how to use them.
•
Provide explicit
instruction in learning strategies for understanding, remembering, using
content.
n
Attribution: encourage
students to monitor their own learning activities and to identify strategies
that effectively support their learning efforts.